Mixed-Domain Events: The Influence of Moral and Conventional Components on the Development of Social Reasoning     

Dushka A. Crane  Marie S. Tisak 《Early education and development》1995,6(2):169-180

The purpose of the current study was to examine children's reasoning about mixed-domain events containing both conventional and moral Components (i.e., violating a conventional rule and negatively affecting others). The participants were preschoolers, first graders, and third graders (N = 100). Children evaluated (a) the legitimacy of an authority to permit mixed-domain acts to occur, and (b) the acceptability of the mixed-domain events when permitted and prohibited by an authority. In addition, children rated the seriousness of mixed-domain rule violations. Results showed that children with increasing age were able to identify the moral components of the mixed-domain events and combined moral and conventional issues in their reasoning about the events. Preschoolers and first graders were more likely than third graders to view the mixed-domain acts as only conventional.  相似文献   

Contemporary induction to teaching in Australian universities     

Kym Fraser  Yoni Ryan  Susan Bolt  Peter Copeman  Caroline Cottman  Marie B. Fisher 《International Journal for Academic Development》2019,24(3):286-300

Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes.  相似文献   

Should Faculty Rank Be Included as a Predictor Variable in Studies of Gender Equity in University Faculty Salaries?     

Nancy Boudreau  James Sullivan  William Balzer  Ann Marie Ryan  Robert Yonker  Todd Thorsteinson  Peter Hutchinson 《Research in higher education》1997,38(3):297-312

Many different approaches, almost all of which use some form of regression, have been used to study the issue of gender equity in university faculty salaries. One major point of contention in ail of these approaches is whether faculty rank, which is university conferred, should be included as a predictor variable. Two illustrations are presented to demonstrate how omitting faculty rank as a predictor variable from gender equity studies of university faculty salaries can lead to incorrect conclusions concerning gender discrimination. The first illustration uses hypothetical data constructed so that there is no difference in salary due to gender. However, when faculty rank is not included as a predictor variable in the regression model, there is a significant difference in salary due to gender. The second illustration uses actual data from a study of gender equity in pay at Bowling Green State University. This data set is used to construct a new data set that is totally free of gender bias. When a regression model omitting faculty rank is fit to this gender bias-free data, again a significant difference in salary due to gender is present. Therefore, it is recommended that faculty rank be included as a predictor variable in any model used to study gender equity relating to salary.  相似文献   

Fleeing through the globalised education system: the role of violence and conflict in international student migration     

Ane Marie Ørbø Kirkegaard  Sisse Mari-Louise Wulff Nat-George 《Globalisation, Societies & Education》2016,14(3):390-402

ABSTRACT

This article connects directly to the globalisation of both education and conflict, and attends to the intersection between these phenomena, by focusing on conflict-induced student migration, an area, which has until recently been neglected in studies of higher education and migration, and peace and conflict research. The focus is on the very intersection of these research traditions in trying to understand how increasing globalised student migration is intertwined with the internationalisation of higher education and violent conflicts. The research on which this article is based was carried out at Malmö University, Sweden. The focus is on mapping the linkages between violent conflicts and student migration, using a mixed methods design.  相似文献   

Genuine conversation: the enabler in good mentoring of pre-service teachers     

Lynn Sheridan  Marie Young 《Teachers and Teaching》2017,23(6):658-673

This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and frustrations for both the pre-service teacher and the mentor. The authors report on the findings drawn from stories and experiences of pre-service teachers and mentors as they participated in a final practicum in a range of Australian secondary schools. This paper uses social learning theory as a framework for understanding the key aspects of pre-service teacher mentoring: specifically, Wenger’s three interrelated concepts of mutual engagement, joint enterprise and shared repertoire. Conversation plays a critical role in these areas and hence enables successful practicum experiences. Recommendations to enhance professional conversations focus on strengthening the relationship through considered pre-service teacher placement, close school/university partnerships, mentor programmes and the selection of appropriate mentors.  相似文献   

BOOK REVIEWS     

Rick Ginsberg  Marie Carter 《Equity & Excellence in Education》2013,46(3):75-76

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About criminals: a view of the offender’s world     

Lisa Marie Vasquez 《Journal of Criminal Justice Education》2013,24(3):439-441

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Leadership for School Improvement: The Role of the Head of Department in UK Secondary Schools     

Marie Brown  Desmond Rutherford  Bill Boyle 《School Effectiveness & School Improvement》2013,24(2):237-258

The study examines the role of the Head of Department in UK secondary schools in terms of its potential for school improvement. Thirty-two heads of department in secondary schools in Birmingham and Manchester were shadowed and interviewed in order to identify: (1) their leadership and management styles; (2) the sense of empowerment felt by each; (3) initiatives for improving teaching, learning and achievement in their departments; and (4) obstacles to improving teaching, learning and achievement. Four deputy head teachers in the sample schools were also interviewed with the purpose of eliciting their views on the role of the head of department in facilitating school improvement. The findings support the prediction that distributed leadership (or shared power) among senior and middle managers in UK schools still remains rhetoric rather than practice and that there is a growing need for current middle management development and training provision to change radically if middle managers are to be supported as curriculum leaders and managers  相似文献   

Handbook of qualitative research in education,edited by Sara Delamont     

Anna Marie Babey 《高等教育研究与发展》2013,32(2):336-338

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School culture and curriculum change: The case of the leaving certificate applied (LCA)     

Jim Gleeson  Aidan Clifford  Tony Collison  Sheila O'Driscoll  Marie Rooney  Anne Tuohy 《Irish Educational Studies》2013,32(3):21-44

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